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ing for graduates with a range of transferable skills: skills that can be demonstrated in selection processes. The research undertaken by Harvey et al. (1997, p. 63) to establish the values placed on skills in the world of work concluded that:

“There are a large number of graduates looking for jobs and employers, as we have seen, no longer recruit simply on the basis of degree status. A degree might be necessary or desirable but employers are looking for a range of other attributes when employing and retaining graduates”.

In the recruitment of graduates, the most common perceived graduate qualities are an ability to learn, intelligence, ideas and imagination, and good communication skills. The DfEE (1997, p. 2) endorses such standards and attitudes held by graduate recruiting organisations, and it further considers that national targets for education and training support its aim of improving the UK's international competitiveness by raising standards and attainment levels in education and training. To be part of a flexible and adaptable workforce, ‘key skills' are considered important in the pursuit of achieving these skills. The DfEE argues that:

“Employers frequently emphasise the importance of key skills in preparing people to be part of a flexible and adaptable workforce. These skills are critical to the employability of individuals throughout their working lives”.(DfEE, 1997, p2)

However, the Dearing Report (1997) suggests there is a shortcoming in the graduates attributes, and states that there is much evidence to sustain further development of a range of skills during higher education, and sees ‘key skills' as vital outcomes of all higher education programmes.

The research information suggests there is an interaction between these vital key skills, Holmes (2001) states; this for instance means that a person needs to have both a certain university degree as well as social or aesthetic skills in order to get employed. The outcome of this is that the big challenge for graduates is to manage their interaction with work and with learning. The graduate should focus on staying ‘marketable' through education and development so to enhance their employability prospects. The AGR summarise these skills attributes as: it is all about being able to manage your own career and personal development, being a team player, an expert within a certain area, and to possess broad business skills and knowledge. (AGR, 1995)

The development of these student attributes relies heavily upon the Higher Education Institutions (HEIs) input to the delivery and content of the learning process to the student, since they provide a base for upcoming working life in terms of knowledge, and a preparation for the forthcoming career. (Nabi & Bagley, 1998) Educational institutions will be under greater competition to attract the brighter undergraduate, therefore, universities and Business Schools have to increase their competitive advantage through communication of unique characteristics. (Melewar & Akel, 2005)

3.3 How HEi's Attract Students

According to Hayes (2007), one of the most important marketing tools for HEIs nowadays is branding, since it has become vital in order to distinguish an institution from other colleges and universities. (Hayes, 2007)

Branding itself is not a new concept. Firms' branding of products and services